Revisiting K to 12 Process: Repositing Prospect and Reflecting Learning Outcomes among Selected Department of Education Elementary School

Abstract

INTRODUCTION

This study endeavored to determine the extent of implementation of K to 12 program of selected elementary schools in Tagaytay City in terms of goals, content teaching and learning assessment community involvement, and faculty development reflecting learning outcomes among grade 6 elementary schools More so, it is to identify the problems encountered along the implementation of the K to 12 program as perceived by the respondents.

METHODS

This utilized quantitative evaluative research design using researcher made survey questionnaire and checklist and was supplemented by documentary analysis among 4 groups of respondents as sources of data. The data was tallied, tabulated, and computed using statistical treatment such as frequency distribution, percentage, weighted mean, and one-way ANOVA.

RESULTS

The result showed that K to 12 program was fully implemented in all terms.

DISCUSSIONS

The data also stated that the extent of implementation of the K to 12 program in the grade 6 pupils is the same among the public school teachers and administrators. To this effect, it is recommended to design a continuing professional development for teachers and curriculum enhancement program that can be devised to ensure the implementation of k to 12 program and also to monitor the issue an concern of the stakeholder in implementing the K to 12 program.